Stages

Objectives

O1

Teachers speech
The teacher great the students:
-Good morning, everybody. How are you today?
-I hope you are all ready for your English lesson.
- Dears, define, please the word family. What
does it include?
-Say a few words of your family.

- Very good!!!

I.Evocation

Pupils speech

Strategy

Timing

The students great the teacher:

Feed-back
-Good morning dear teacher. Great, thank
you.
-Yes, we are!
-Family- a group of people who are related
to each other.
It includes parents and children.
-For example one student will say: We have
an united family and always help each other.
Everyone in my family is my best friend. I love my
family very much.

8 min
Frontal

Another student will say: My family is not large.

I have got mother, father and grandmother. There are
four of us in the family.

Etc.

O2

II.Realisatio
n

- I prepared for you some phrases expressing

opinions:
1. My feeling is that ...
2. I would tend to think that ...
3. There is no doubt that ...
4. I believe ...
5. I think this is true/not true ...
6. I am convinced that ...
7. To my knowledge ...
8. As far as I know ...
9. I disagree/I dont agree/I agree with ...
10. I think he/she is right/wrong/biased ...
11. What we have to realize is ...
12. In my opinion ...
13. From my point of view...
Read and translate these phrases.

-The

students read and then translate the

phrases:
1. Sentimentul meu este c ...
2. Tind s cred c ...
3. Nu exist nici o ndoial c ...
4. Eu cred ...
5. Cred c acest lucru este adevrat / nu este
adevrat ...
6. Sunt convins c ...
7. Din cunotinele mele ...
8. n ceea ce tiu ...
9. Nu sunt de acord / nu sunt de acord / Sunt de
acord cu ...
10. Cred c el / ea are dreptate / gre it /
prtinitoare ...
11. Ceea ce trebuie s ne dm seama este ...

Frontal

10min

12. Dup prerea mea ...

O3

-Now I propose you the following statement:

Having a big family is much better than having a
small one. Give arguments to support your
opinion. Use the phrases expressing opinion.
You have 5 minutes.

13. Din punctul meu de vedere ..

-Look on the blackboard. Read the household

chores and select which are done by women and
which are done by men.

-The students read the household chores and

select which are done by women and which
are done by men.

Dusting furniture, cleaning windows, doing dishes,

repairing household appliances, washing clothes/
doing laundry, beating/ vacuuming carpets, polishing
shoes, mowing the lawn, weeding plants, cutting the
hedge, feeding animals, cleaning after animals,
looking after children, cooking food, painting/
whitewashing walls, watering plants, trimming trees,
shoveling snow, cleaning the apartment/house,
sweeping/ washing the floor, ironing clothes, walking
the dog, gardening, hanging a picture on the wall,
repairing the lock.

a. How do these responsibilities change from

family to family?
b. Explain how much time you spend on
housework, and what your responsibilities are.
c. Provide examples to prove that many times
men/ women can achieve proficiency in jobs
traditionally performed by the opposite sex.
Work in groups. For this task you have 7 min.

O4

-Now open your books on the page 25. Scan the

texts and state their main ideas. How are they
similar/different? Work in pairs.
-Good!

The students express their opinion and they

use the phrases.

Women

Men

Dusting furniture,
cleaning windows, doing
dishes, washing clothes/
doing laundry, beating/
vacuuming carpets,
feeding animals, cleaning
after animals, looking
after children, cooking
food, painting/
whitewashing walls,
watering plants,
cleaning the
apartment/house,
sweeping/ washing the
floor, ironing clothes.

Repairing household
appliances, polishing
shoes, mowing the
lawn, weeding plants,
cutting the hedge,
trimming trees,
shoveling snow,
walking the dog,
gardening, hanging a
picture on the wall,
repairing the lock.

In turn

7min

Work in
group

9min

Work in
pairs

15min

Then they answer to the questions.

- The students Scan the texts and state their

main ideas.

O5

O6

-What do you know about the number of nouns?

-Yes, you are right. Look on the next cards and
write in your copybook:
Singular countable nouns can be used with the
indefinite articles a/an.
e.g. an objective objectives an owl owls a
plan plans
Plural countable nouns can be regular or
irregular. To form the plural of most regular
nouns we add -s.

-They are singular or plural.

The students listen and then write in their

copybooks.

The irregular plurals fall into several categories. a.

Nouns with regular spelling but irregular
pronunciation. The ending -s is read [z]. e.g. oaths,
truths, youths, mouths
b. Nouns with irregular pronunciation and spelling.
e.g. loaf loaves, shelf shelves, thief thieves,
wife wives
c. Nouns ending in -o. Many of these nouns in the
plural are spelt with -es.
e.g. hero heroes, tomato tomatoes, potato
potatoes, echo echoes Exceptions: piano pianos
photo photos radio radios studio studios
Filipino Filipinos solo solos soprano sopranos
d. Nouns with irregular spelling. e.g. foot-feet, manmen, child-children e. Nouns with the same singular
and plural forms. e.g. deer, sheep, trout, Chines

-And what do you know about uncountable

nouns and their countable equivalents?
-Yes, you are right. Give some examples.
-Good.
-We can refer to a single item, to a part of a

10min

10min

- Some uncountable nouns cannot be used as

countables. Quite a different word must be
used.
- e.g. bread a loaf poetry a poem work
a job money a coin; a note

whole or a collection of items by means of

partitives.
They can be singular

They can also be plural

a piece of information a
box of matches
a
loaf of bread

two pieces of cloth six

packages of flour
two loaves of bread

-The students listen attentivly and write in

their copybooks.

8min

We can use a piece and a bit with a large number

of countables (concrete or abstract). e.g.
singular: a piece of/ a bit of chalk, meat, plastic
plural: pieces of/ bits of chalk, meat, plastic
Some other specific partitives are: a bar of
chocolate, a lump of sugar, a slice of bread, a tube of
toothpaste, etc.

- Now, read the following plurals and comment

on their spelling and pronunciation.

-The students read and comment on the

spelling of the words.

a. books, discs, stamps, myths, adults, types

b. items, kids, bells, boys, keys, stores
c. glasses, sentences, noises, eyelashes, branches,
packages, lodges, apologies

III.Reflection

O5

Individual

- Next exercise also is based on the plural of

noun. Write the plural of the following nouns.
Check their pronunciation.
knife
grotto
embargo
belief
gulf
echo
sheriff
luxury
youth

roe
half
tariff
wolf
ox
wreath
employee
phrase
turf

-Now, add nouns to form partitives denoting

specific pieces of uncountable nouns.
a piece of ..., a sheet of ..., a cube of ..., a cup

-The students work in pairs and write the

plural of the nouns:

knife -knives
Englishman - Englishmen
Englishman
Dash belief -believes
epoch echo - echoes
cameo grown-up grown-ups
judge luxury -luxuries
ego phrase- phrases
staff judge judges
grown-up
etc.
tuxedo

-The students write the exercise in their

copybooks.

10 min
Work in
pairs

O6

of ..., a jar of ..., a kilo of ..., a game of ..., a glass

of ..., a pot of ..., a jug of ..., a package of ..., a
lump of ... .
-Good job!

A piece of advice, a sheet of paper, a cube of

sugar, a jar of jam, a kilo of bananas, a
game of cards, a glass of wine, a pot of tea,
a jug of juice, a package of flour, a lump of
sugar.

-You have been very diligent today!

-Your homework is ex. 4 pag.25, ex.2, 2, pag.27

IV.Extension

-The same to you!

-Have a nice day!

-Good bye!

3 min